அழகிய காலை எட்டு பத்து
அவசர குளியல் அரைகுறை உணவு
எடுத்த ஓட்டம் உறங்கிய பாடம்
நீல டோக்கன் பத்தரை காண்டீன்
திரும்பிய நினைவு மறுபடி J-block
ஏழு நிமிட நடை கோவை வெயில்
எடுத்த தட்டு C-mess சுவை
யாருடைய சீப்போ பத்துநிமிடக் கண்ணாடி
அரைகுறை obsi வாங்கிய திட்டு
வண்ணத் தூவலாய் wireகள்
கருப்பாய் கால்களுடன் இதுதான் chips ?
NMB puffஉடன் நடுவினில் கடலை
Evening sunglass எதற்கோ ? அதற்கே !
குளிர்ந்த கண்கள் அரைமணி அரட்டை
La-ball-ல் over-gaugeக்கு
single-ஏ எடுப்போம் தேசிய விளையாட்டு
கடலலை இல்லை மனங்கவர் கோவையில்
கடலை உண்டு சிற்றகவல் சேவையில்
HotKitchen தோசைக்கடை Aaryas மெஸ்-ஒ
பிரிவோம் இணைவோம் மறுபடியும்
தாத்தாக் கடை நள்ளிரவு இதுதான் chips
ரௌத்திரம் பழகி, புதியன விரும்பி,
கலை வளர்த்து, காதல் செய்தோம்.
கனவுகள் நிறைந்த கல்லூரி நாட்கள்,
கறைகள் அண்டாத ஆனந்தப் பூக்கள்.
Friday, August 21, 2009
"""Roll Back"""
Tuesday, June 9, 2009
A magnified reality is what we dream for but it usually do not let us to have a taste of it. Yet it is our responsibility, our dream to chase it and taste. It will be sweeter than an evening chocolate, tastier than a morning coffee and more satisfying than a dinner meal. I don't know why I stringed a magnified reality to some chocolate or coffee, since I still have not tasted the former, though I know how delightful morning a coffee sip is. We cannot live without comparison. The word is so meaningful to urge ourselves to give a one shot better or it can be disastrous to let us only always compare something and not punching up some work. It usually needs a calculated comparison for a better and smooth journey, like what Federer has in the field, calculated aggression.
I do not know why my mind is sliding towards school mathematics when going across calculation. Though my school math was good, I do not always like the pattern of questions. It is foolish to ask a question like, prove that probability of occurrence of even numbers in a dice roll is 1/2. What a student is expected to know or gain from this question ? Are they testing whether a student knows what is an even number ? I never know. The expected answer will be like, S={1,2,...,6}, you are losing half mark now, S should be {1,2,3,4,5,6}; n(S)=6;A is defined as an event on getting an even number. A={2,4,6};n(A)=3;p(S)=n(A)/n(S)=1/2, again half mark gone, p(S)=3/6=1/2. And you have to box or underline the answer. Hush!! It is very terrible to be at seventh standard.
Yet I enjoyed there, doing the same rubbish things. I felt like heaven. I didn't even had a Raymonds (even now). This is the speciality of every life. I am not talking philosophy here. But I always liked school Math, though my teachers taught me ell-hospital's rule rather than l'Hôpital's rule. I certainly enjoyed that. This is reality.
I do not know why my mind is sliding towards school mathematics when going across calculation. Though my school math was good, I do not always like the pattern of questions. It is foolish to ask a question like, prove that probability of occurrence of even numbers in a dice roll is 1/2. What a student is expected to know or gain from this question ? Are they testing whether a student knows what is an even number ? I never know. The expected answer will be like, S={1,2,...,6}, you are losing half mark now, S should be {1,2,3,4,5,6}; n(S)=6;A is defined as an event on getting an even number. A={2,4,6};n(A)=3;p(S)=n(A)/n(S)=1/2, again half mark gone, p(S)=3/6=1/2. And you have to box or underline the answer. Hush!! It is very terrible to be at seventh standard.
Yet I enjoyed there, doing the same rubbish things. I felt like heaven. I didn't even had a Raymonds (even now). This is the speciality of every life. I am not talking philosophy here. But I always liked school Math, though my teachers taught me ell-hospital's rule rather than l'Hôpital's rule. I certainly enjoyed that. This is reality.
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